PENINGKATAN KEMAMPUAN PEMBUKTIAN DAN KEMANDIRIAN BELAJAR MATEMATIK MAHASISWA MELALUI PENDEKATAN M-APOS - Yerizon, - (2011)
Beberapa studi melaporkan bahwa banyak mahasiswa mengalami kesulitan dalam melakukan pembuktian matematik. Penelitian ini merupakan kuasi eksperimen dengan disain Static-Group Pretest-Posttest Design yang bertujuan meningkatkan kemampuan pembuktian dan kemandirian belajar mahasiswa melalui pembelajaran dengan pendekatan modifikasi APOS (M-APOS) dalam matakuliah Analisis Real. Subyek penelitian adalah sebanyak 124 orang mahasiswa kelas Analisis Real pada satu universitas di Padang. Instrumen penelitian terdiri dari: tes pembuktian matematik, dan satu skala kemandirian belajar model Likert. Analisis data menggunakan ANOVA dua jalur, penelitian menemukan bahwa: 1) Capaian dan peningkatan kemampuan membaca dan mengkonstruksi bukti matematik dan capaian kemandirian belajar mahasiswa kelas M-APOS keduanya tergolong sedang dan lebih baik dari capaian dan peningkatan kedua kemampuan mahasiswa pada kelas konvensional yang tergolong kurang; 2) Capaian kemandirian belajar mahasiswa kelas M-APOS lebih baik dari capaian tersebut pada mahasiswa kelas konvensional, namun keduanya tergolong kategori sedang. Namun tidak terdapat perbedaan peningkatan kemandirian belajar mahasiswa pada kedua pembelajaran dan keduanya tergolong sangat kecil; 3) Tidak terdapat interaksi antara pembelajaran dan program studi dan antara pembelajaran dan kemampuan awal matematika terhadap kemampuan membaca dan mengkonstruksi bukti, serta terdapat asosiasi antara kemampuan membaca dan mengkonstruksi bukti. Some studies reported that many students faced serious difficulties on constructing mathematical proof. A post test control group design experiment was conducted to improve students' mathematical proving abilities by using modified APOS (M-APOS) teaching method. The study involved 124 students of Real Analysis classes of a state university in Padang. Instruments of the study were: a proof ability test, and a Likert model self regulated learning scale. The data were analyzed by using two path ANOVA. The study found that: 1) attainment and gain on students' reading proof ability and students' proving ability of modified APOS class were classified as mediocre and better than students' abilities of conventional class which classified as low; 2) students' self regulated learning of M-APOS class was better than students' self regulated learning of conventional class, and both of them were classified as medium. However ther was no difference between students' gain on self regulated learning of both classess and they were classified as very low. There were not interaction between learning approach and department (mathematics and mathematics education) and between learning approach and mathematics prior knowledge on proof reading and proof construction abilities. There was association between proof reading ability and proof construction ability.